Using Concept Maps to Teach a Nanotechnology Survey Short Course

Autor/inn/en	Moyses, David D.; Rivet, Jennifer L.; Fahlman, Bradley D.
Titel	Using Concept Maps to Teach a Nanotechnology Survey Short Course
Quelle	In: Journal of Chemical Education, 87 (2010) 3, S.285-290 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed8000914
Schlagwörter	Concept Mapping; College Freshmen; Minicourses; Introductory Courses; Technology Education; College Instruction; Michigan + Suchen Sie Ihr Suchwort? Concept Map; Studienanfänger; Kurzlehrgang; Einführungskurs; Technisch-naturwissenschaftlicher Unterricht; Hochschullehre
Abstract	We describe the use of concept maps within a 4-week nanotechnology survey course, designed for first-year undergraduate students. Because of the extremely short time frame of the class, students would be inundated with an overwhelming number of new concepts and definitions. Hence, we employed concept mapping to increase student retention and ascertain the level of student conceptual understanding for each topic covered in the course. In contrast to most studies that introduce concept mapping via posthoc interviews, we report the use of student-generated concept maps. Examples of concept maps are provided from students who were confused by various subtopics, as well as those who demonstrated a more lucid conceptual understanding. In addition, we found a significant correlation between average concept map scores and the final exam grades for students. (Contains 6 figures and 1 table.) (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10